Students will receive training on behaviour analysis and broader systems of support that have emerged from the field of behavioural science to support individuals diagnosed with intellectual and/or developmental disabilities. The module will critically evaluate the historical application of behavioural approaches, focusing on ethical and empowering support frameworks that can improve people's quality of life. Training will cover basic behavioural principles that link to how we learn, assessment strategies to better understand behaviour within its context, strategies to support individuals that might be exhibiting behaviours described as challenging, and ways to promote communication and the development of skills.
Total Contact Hours: N/A – Distance Learning
Private Study Hours: 100
Total Study Hours: 100
PG Certificate Intellectual and Developmental Disabilities (by Distance Learning);
PG Diploma Intellectual and Developmental Disabilities (by distance learning);
MA Intellectual and Developmental Disabilities (by Distance Learning);
PG Certificate in Autism studies; PG Diploma Autism Studies;
MA Autism Studies
Main assessment methods
Online Examination (2 hours) – 100%
Reassessment methods
Reassessment instrument - Like-for-like
Baum, W.M. (1994) Understanding Behaviourism: Science, Behaviour and Culture. New York: Harper Collins College Publishers. BF199
Carr, E. et al. (1994) Communication-based Intervention for Problem Behaviour Baltimore: Paul Brookes Pub. Co. BF680.7
Clements, J. (1987) Severe Learning Disability and Psychological Handicap. Chichester: Wiley and Sons. BF770
Durand, V. (1990) Severe Behaviour Problems: a Functional Communication Training Approach. New York: Guilford Press. BF823.B4
Emerson, E. (1995) Challenging Behaviour: Analysis and Intervention in People with Learning Difficulties. Cambridge: Cambridge University Press. BF651.4.M47
Remington, B. (1991) The Challenge of Severe Mental Handicap: A Behaviour Analytic Approach. Chichester: John Wiley and Sons. BF770
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Demonstrate familiarity with the principles of the experimental analysis of behaviour and applied behaviour analysis;
8.2 Demonstrate understanding of the methods and the difficulties of behavioural assessment;
8.3 Demonstrate knowledge of the ways in which individuals (and carers) have been supported to build new skills in self-care, communication
and other skill domains;
8.4 Demonstrate understanding of the methods of functional analysis;
8.5 Demonstrate knowledge of a range of behavioural and cognitive techniques of intervention with individuals and the limitations of these
techniques.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Use the research literature as the main source of information on each of the topics studied;
9.2 Use IT resources to follow up what they hear in lectures and what they read on the web-based material;
9.3 Summarise their reading in order to contribute to web-based and group discussions;
9.4 Organise and manage their studying independently with support from tutors.
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